Strategies for Success
Profiling the Effective Learner of German
Bibliographic Data
| ID | 8939592 |
|---|---|
| Authors | Jennifer Bruen (0000-0002-9279-2978, Dublin City University, corresponding author) |
| Year | 2001 |
| Volume | 34 |
| Issue | 3 |
| Pages | 216-225 |
| Publication date | 2001-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2001.tb02403.x |
| OpenAlex | W2065866296 |
| Language | EN |
| Citations received | 10 |
| References cited | 14 |
Teachers and learners are often uncertain about the processes at work when students attempt to acquire oral skills in a foreign language. The primary objective of this study is to identify the language‐learning strategies associated with the achievement of higher levels of oral proficiency in German for 100 Irish students about to complete their second year at Dublin City University. It also investigates the way in which these strategies are used by those with higher and lower levels of proficiency. The methodology combines quantitative assessment ( using questionnaires ) with in‐depth, qualitative interviews. The article begins by explaining key concepts in the field of language learning strategy research and then reviews a selection of relevant studies. An experiment designed to achieve the above objectives is then described. The results indicate that more‐proficient students use more language‐learning strategies, in particular more cognitive and metacognitive strategies. Furthermore, ten. strategies correlate with higher levels of oral proficiency at a significant level. These provide a tentative strategic profile of the more effective learner of German. Finally, the qualitative findings suggest that more‐proficient students use language‐learning strategies in a more structured and purposeful manner and apply them to a wider range of situations and tasks. Finally, implications for future research and for the language classroom are discussed
Cognition · Foreign language · German · Irish · Language acquisition · Language Learning Strategies · Language proficiency · Linguistics · Mathematics education · Metacognition · Pedagogy · Profiling (computer programming · Qualitative research · Sociology · Teaching method · Computer Science · EFL/ESL Teaching and Learning · Linguistic Education and Pedagogy · Psychology · Second Language Learning and Teaching
“My Goal Is to Talk Like a Native”
Age, Language Difference and Proficiency as Determinant Factors in Learning Strategy Use
Language Learning Strategies Used by Thai and Vietnamese University Students
Learning Strategy Training and the Shift in Learners’ Beliefs About Language Learning
Research on language teaching and learning
Language learning strategies used by lower secondary school learners in a Japanese EFL context 1
Attitudes and strategies as predictors of self‐directed language learning in an EFL context
Language learning strategies of Indonesian primary school students
Language Learning Strategy Use and English Proficiency of University Freshmen in Taiwan
Assessment of Language Learning Strategies Used by Palestinian EFL Learners
The Study of Second Language Acquisition
Variables Affecting Choice of Language Learning Strategies by University Students
Learning Strategies for Oral Communication1
An Exploratory Study of Learning Behaviors and Their Relationship to Gains in Linguistic and Communicative Competence
Strategies of Unsuccessful Language Learners
Learning Strategies in Foreign Language Instruction
Language Learning Strategies and English Proficiency in Korean University Students
Toward a Social Psychological Model of Strategy Use
Strategy Training for Language Learners
Implicit and Explicit Learning of Languages
An Analysis of the Relationships Between Test Takers' Cognitive and Metacognitive Strategy Use and Second Language Test Performance
| Unique citing works | 10 |
|---|---|
| Citations per year | 0,42 |
| Citation span | 2002 - 2024 (23) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 10 |